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Academic Achievement

Topic Overview

Academic Achievement

Ability to perform in school may be moderated by the implicit beliefs about the relative intellectual abilities of girls and boys, as well as external social pressures. Discover strategies that level the playing field and provide opportunities for success to students of all genders.

Two Brief Interventions to Mitigate a “Chilly Climate” Transform Women’s Experience, Relationships, and Achievement in Engineering

Interventions designed to counteract the negative psychological impacts of social marginalization can help close the gender gap in STEM fields.

Gregory M. Walton, Christine Logel, Jennifer M. Peach, Steven J. Spencer, Mark P. Zanna (2015)

Fairy Godmothers > Robots: The Influence of Televised Gender Stereotypes and Counter-Stereotypes on Girls’ Perceptions of STEM

One-time exposure to stereotypical depictions of women on television has a greater impact than counter-stereotypical representation on young girls’ perception of STEM careers.

Bradley Bond (2016)

Problems in the pipeline: Stereotype threat and women's achievement in high-level math courses

Social forces, such as stereotype threat, can cause women to underperform men in math examinations. This achievement gap can be closed or even reversed when strategies are implemented during testing that eliminate this threat, such as including statements at the beginning of an exam that indicate both genders tend to perform equally well on it.

Catherine Good, Joshua Aronson, Jayne Ann Harder (2008)

The Negative Consequences of Threat: A Functional Magnetic Resonance Imaging Investigation of the Neural Mechanisms Underlying Women’s Underperformance in Math

When women are confronted with negative stereotypes about women and math ability, they underperform on math examinations, and activity in brain regions associated with depression and social rejection is seen.

Anne C. Krendl, Jennifer A. Richeson, William M. Kelle, Todd F. Heatherton (2008)

Does Encouragement Matter in Improving Gender Imbalances in Technical Fields? Evidence from a Randomized Controlled Trial

Encouragement via email can increase female students’ interest in STEM conferences.

Cait Unkovic, Maya Sen, Kevin M. Quinn (2016)

Effects of an Online Personal Resilience Training Program for Women in STEM Doctoral Programs

An online training program helps women develop the resilience, confidence, and problem-solving skills to persist in their pursuit of PhDs in STEM.

Jennifer M Bekki, Mary Lee Smith, Bianca L Bernstein, Caroline Harrison (2013)

National hiring experiments reveal 2:1 faculty preference for women on STEM tenure track

Male and female faculty revealed a 2:1 preference for hiring women across both math-intensive and non-math-intensive fields, with the single exception of male economists, who showed no gender preference.

Wendy M. Williams, Stephen J. Ceci (2015)

Academic performance and single-sex schooling: Evidence from a natural experiment in Switzerland

Female students in all-female classes experience less stereotype threat and perform better in their mathematics grades than their female peers in coeducational classes, with no difference in their language grades.

Gerald Eisenkopf, Zohal Hessami, Urs Fischbacher, Heinrich W. Ursprung (2015)

The Hillary Clinton effect: When the same role model inspires or fails to inspire improved performance under stereotype threat

When female students are reminded of successful role models whom they deem deserving of their success, they feel less pressure to represent their group through performance on a test.

Cheryl A. Taylor, Charles G. Lord, Rusty B. McIntyre, Rene M. Paulson (2011)

A Threatening Intellectual Environment: Why Females Are Susceptible to Experiencing Problem-Solving Deficits in the Presence of Males

Stereotype threat affects women, but not men, resulting in their underperformance on counter-stereotypical tasks like math.

Michael Inzlicht, Avi Ben-Zeev (2000)

Topic Overview

Academic Achievement

Fairy Godmothers > Robots: The Influence of Televised Gender Stereotypes and Counter-Stereotypes on Girls’ Perceptions of STEM

One-time exposure to stereotypical depictions of women on television has a greater impact than counter-stereotypical representation on young girls’ perception of STEM careers.

Bradley Bond (2016)

The Negative Consequences of Threat: A Functional Magnetic Resonance Imaging Investigation of the Neural Mechanisms Underlying Women’s Underperformance in Math

Anne C. Krendl, Jennifer A. Richeson, William M. Kelle, Todd F. Heatherton (2008)

Effects of an Online Personal Resilience Training Program for Women in STEM Doctoral Programs

An online training program helps women develop the resilience, confidence, and problem-solving skills to persist in their pursuit of PhDs in STEM.

Jennifer M Bekki, Mary Lee Smith, Bianca L Bernstein, Caroline Harrison (2013)

Academic performance and single-sex schooling: Evidence from a natural experiment in Switzerland

Gerald Eisenkopf, Zohal Hessami, Urs Fischbacher, Heinrich W. Ursprung (2015)

A Threatening Intellectual Environment: Why Females Are Susceptible to Experiencing Problem-Solving Deficits in the Presence of Males

Stereotype threat affects women, but not men, resulting in their underperformance on counter-stereotypical tasks like math.

Michael Inzlicht, Avi Ben-Zeev (2000)

Two Brief Interventions to Mitigate a “Chilly Climate” Transform Women’s Experience, Relationships, and Achievement in Engineering

Interventions designed to counteract the negative psychological impacts of social marginalization can help close the gender gap in STEM fields.

Gregory M. Walton, Christine Logel, Jennifer M. Peach, Steven J. Spencer, Mark P. Zanna (2015)

Problems in the pipeline: Stereotype threat and women's achievement in high-level math courses

Catherine Good, Joshua Aronson, Jayne Ann Harder (2008)

Does Encouragement Matter in Improving Gender Imbalances in Technical Fields? Evidence from a Randomized Controlled Trial

Encouragement via email can increase female students’ interest in STEM conferences.

Cait Unkovic, Maya Sen, Kevin M. Quinn (2016)

National hiring experiments reveal 2:1 faculty preference for women on STEM tenure track

Wendy M. Williams, Stephen J. Ceci (2015)

The Hillary Clinton effect: When the same role model inspires or fails to inspire improved performance under stereotype threat

When female students are reminded of successful role models whom they deem deserving of their success, they feel less pressure to represent their group through performance on a test.

Cheryl A. Taylor, Charles G. Lord, Rusty B. McIntyre, Rene M. Paulson (2011)

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